Problems of assessment in religious and moral education: the Scottish case
This article is concerned with assessment issues in Religious and Moral Education (RME) offered in Scottish non-denominational schools. The analysis of the findings in this article is weighed against the framework of the new ‘3-18’ Scottish curriculum called ‘Curriculum for Excellence’ (CfE). CfE wa...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2013
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| In: |
Journal of beliefs and values
Year: 2013, Volume: 34, Issue: 1, Pages: 1-13 |
| Further subjects: | B
Religious and Moral Education
B Curriculum for Excellence B Assessment B Scotland |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This article is concerned with assessment issues in Religious and Moral Education (RME) offered in Scottish non-denominational schools. The analysis of the findings in this article is weighed against the framework of the new ‘3-18’ Scottish curriculum called ‘Curriculum for Excellence’ (CfE). CfE was introduced in primary schools in 2009 and a year later in secondary schools as replacement of the much criticised ‘5-14’ Curriculum which had been in use since 1992. It is based on qualitative data collected from schools in five Scottish local authorities between 2009 and 2011 as part of a moderation project. What is being problematised in this article is the revelation from the data about issues that impact adversely on good assessment in RME in five key areas, namely: planning, religious knowledge, progression, self and peer assessment, literacy and values. The implications of these assessment problems for effective teaching and learning in RME are analysed. | ||
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